The special studies program at Hofstra University is designed for high school graduates applying to the university whose educational backgrounds require a more personalized approach to introductory college work. An attempt is made to minimize the risk of poor academic performance during the first year in college. A random sample of 24 students in the program was interviewed in early 1977. The instrument was a 19-item combination questionnaire and interview schedule; a copy is appended to the report. The questionnaire surveyed: academic interest area, employment status and hours, on-campus or commuter status, educational aspirations, the personal importance of certain program activities, and areas for more help or advice. Interview responses are presented on these elements of the special studies program: team teaching in the core course; the four-day week; the eight-week courses; status as a probationary student; individual conferences with a faculty member at the end of each course; faculty-student interaction; faculty as role models; interaction among students within and outside the program; the writing workshops; desired changes in the program; and the program's greatest benefits for the individual student. Analysis of the responses is restricted to a brief summary. (MSE)